The effect of intuitive misconceptions and multimedia signaling principle-based probability instruction on academic success and intuitive thinking

The general purpose of this research is to investigate the effect of intuitive thinking misconceptions on students' academic achievement, intuitive thinking and retention levels, and instructional process experiences in groups studying with software that is based on mathematical thinking and supported by signaling from multimedia principles in the 10th Grade Mathematics lesson probability teaching. The research is designed according to the experimental design. The research is a quantitative research. The research sample is the 10th grade student of a Vocational and Technical Anatolian High School in Adana in the first semester of the 2021-2022 academic year. It consists of 110 students studying in the class. 4 experimental groups and 1 control group in the study are randomly selected from the classes. In line with the purpose of the research, four different software were prepared instruction namely, only definitions of misconception without signal (SZYT), misconception teaching without signal (SZYÖ), only the definition of misconception with signal (SYT), misconception teaching with signal (SYÖ). The students in the experimental group learned from the software and the students in the control group received education in the classroom with the 10th Grade Mathematics Book of the Ministry of Education as a source for 12 lesson hours. Scope and learning outcomes are the same in five groups. As a data collection tool logical thinking aptitude test, probability achievement test, intuitive thinking test and instructional process evaluation questionnaire is used. Probability achievement and intuitive thinking test consists of three sub-variables: achievement score showing the level of learning level of the subject, perceived difficulty in problem solutions and the level of confidence that the student has about the correctness of the problem solved. The instructional process evaluation questionnaire (ÖSDA) is used for the data collection about the experiences of the students learning with the software. Instructional process evaluation questionnaire has four sub-dimensions: student's perception of experience in instructional design, the flow he/she feels while working with the software, perceived difficulty in learning the subject with the software and the level of confidence. In the analysis of data, descriptive statistics, Cronbach's Alpha, Kolmogorov-Smirnov/Shapiro-Wilk test, Interclass correlation coefficient (ICC), ANOVA, mixed pattern ANOVA, Tukey HSD and LSD tests, Pearson Correlation test, Multiple Linear Regression Analysis, Ki- Square (Exact) Test is used. According to the research findings, there is a difference between the groups in terms of probability of achievement score. It is observed that there was a significant difference in the achievement test scores between the groups in favor of the G4-SYÖ, G1-SYT, G3-SZYÖ and G2-SZYT groups depending on time. It is observed that there is a difference in favor of the G3-SZYÖ group depending on the time in probability achivement retention test scores between the groups.but it was not significant. It was observed that there was a significant difference between the groups depending on the time in terms of difficulty perception scores of probability achievement in favor of G4-SYÖ, G1-SYT, G3-SZYÖ ve G2-SZYT groups. It is observed that there is a significant difference in the retention test difficulty perception scores of probability achievement in favor of the time-dependent G2-SZYT group. It is observed that there is a significant difference between the groups in terms of confidence level of probability achievement test scores in favor of G4-SYÖ, G1-SYT, G3-SZYÖ ve G2-SZYT groups. It is observed that there is a difference in favor of the G1-SYT, G3-SZYÖ ve G2-SZYT groups depending on the time in probability achivement retention test confidence level scores between the groups but it was not significant. It has been concluded that the teaching of probability with software has a positive effect on academic achievement and retention of students compared to traditional teaching. According to the research findings, there was a difference between the groups in terms of intuitive thinking levels. It was observed that there was a significant difference in the intuitive thinking test scores between the groups in favor of the G4-SYÖ, G1-SYT, G3-SZYÖ ve G2-SZYT groups depending on time. It is observed that there was a difference between the groups in the intuitive thinking retention test scores in favor of the G2-SZYT and G4-SYÖ groups depending on time but it was not significant. It was observed that there is a significant difference between the groups in favor of the G4-SYÖ, G3-SZYÖ and G2-SZYT groups in terms of perception of intuitive thinking difficulty. It was observed that there is a significant difference between the groups depending on time in favor of the G2-SZYT group in terms of perception of intuitive thinking retention test difficulty. It is observed that there is a significant difference between the groups in terms of intuitive thinking confidence level in favor of the G4-SYÖ and G3-SZYÖ groups depending on time. It is observed that there is a significant difference between groups in terms of intuitive thinking confidence level retention test scores in favor of the G1-SYT and G2-SZYT groups depending on time. It has been concluded that instructional probability software has a positive effect on students' intuitive thinking success and retention compared to traditional teaching. There is a significant difference between the groups in terms of evaluating the teaching process and the sub-dimensions of design, flow, difficulty level and confidence level. According to the total scores of the instructional process evaluation questionnaire among the groups, the score of the G4-SYÖ group differed significantly from the other groups. G4-SYÖ group's design score, G3-SZYÖ group's flow score, difficulty perception scores of G4-SYÖ and G1-SYT groups, confidence level scores of G1-SYT and G4-SYÖ groups differed significantly from other groups. High level, positive and significant relationships were observed between the instructional process evaluation questionnaire and its sub-dimensions, instructional design, flow, perception of difficulty and level of confidence. In addition, the predictor of the flow dependent variable of the confidence level is found to be significant. Keywords: Probability, mathematical thinking, ıntuitive thinking, misconception, signal principle, cognitive awareness.